Transformative organisational learning for sustainability in higher education: A literature review and an international multi-case study

Viera Trevisan, Laís; Leal Filho, Walter; Ávila Pedrozo, Eugênio

doi:10.1016/j.jclepro.2024.141634

Cited by 5 publications

(1 citation statement)

References 72 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Виникає значна потреба у підготовці студентів до умов сталого розвитку під час навчання у вищій школі [8]. Більшість науковців наголошують на необхідності трансформувати ЗВО у напрямку сталого розвитку [5]. Важливим є підготувати майбутніх фахівців творчих спеціальностей до поєднання трьох аспектів у професійній 1079 діяльності, оскільки на ринку праці більшість організацій вже усвідомили важливість ЦСР [9] та займаються виготовленням сталого продукту [10].…”

unclassified

Розвиток Складових Професійної Діяльності Студентів Творчих Спеціальностей

Гапон-Байда,

Деркач

2024

Наука

View full text Add to dashboard Cite

The analysis results of developing scientific, creative and technological components of professional activity among students of creative specialities 015, 022, 023 are described. The development of the components of professional activity was based on the analysis of the program learning outcomes (PLO), which are contained in the approved standards of specialities, educational and professional programs (EPP) of individual institutions of higher education (IHE), as well as taking into account the content of the syllabi of individual educational components (OC) of professional disciplines. The distribution of PLO was carried out by an expert based on the descriptions of valid standards, EPP and syllabi, and Bloom's taxonomy. It has been established that the formation of one, two, or three components is laid down in the PLO. In all IHEs, the technological component's indicator outweighs the creative component's contribution by 1.48-3.82 times. The indicators of the scientific component are inferior to the creative one in the range of 0.75-0.9 for specialities 022 and 023, and for speciality 015, they exceed the creative one by 1.27-1.32 times. Corrections of the 015 professional training program led to further growth of scientific and creative components in all training programs. The contributions of higher education institutions of speciality 022 did not affect the increase of the indicator of the scientific aspect relative to the creative aspect. Still, they increased the technological aspect to 1.89-2.54. For speciality 023, teachers of various higher education institutions contributed to either the growth or reduction of the scientific component. The hypothesis about an insufficiently formed scientific component in all future specialists in creative fields has been refuted. This

show abstract

unclassified

Розвиток Складових Професійної Діяльності Студентів Творчих Спеціальностей

Гапон-Байда,

Деркач

2024

Наука

View full text Add to dashboard Cite

show abstract

Enhancing the contribution of higher education institutions to sustainable development research: A focus on post‐2015 SDGs

Filho,

Eustachio,

Ávila

et al. 2024

Sustainable Development

View full text Add to dashboard Cite

Sustainable development (SD) research is vital in providing a basis for progress in this rapidly growing field of inquiry. In this context, higher education institutions (HEIs) and leading top researchers belonging to them are playing a key role. Despite this being widely acknowledged by the academy, it is largely unclear how individual HEIs, and their researchers contribute to sustainability research efforts. Based on the need to unveil this landscape, our article reports on a study that identified the leading HEIs and researchers involved in sustainability research and how they contribute to moving the field forward. A bibliometric assessment of the literature (performance analysis) was conducted to identify the number of publications of leading authors and institutions. The results reveal some interesting trends. First, the co‐occurrence analysis technique revealed what the top 10 authors in SD are exploring. Also, the study identifies diverse thematic clusters, covering areas like technology, sustainability assessment, integrative education, and corporate practices. The paper advances SD theory by illustrating how these themes interconnect and complement each other. The article concludes with suggestions of how universities may engage further in sustainability research. The theoretical and practical implications of the research, as well as its limitations, are also addressed.

show abstract